STEP BY STEP GUIDE

TO

INTERNAL QUALITY ASSURANCE

Alamein Road, Pembroke PBK1773 - MaltaTel: +356 2381 0000

03

ABBREVIATIONS: IQA - Internal Quality Assurance

NCFHE - National Commission for Further and Higher Education

QA - Quality Assurance

KEY:

PolicyDevelopment

TipThis publication has been printed with the support of the Erasmus+ programme for the European Union.

The content of this publication is covered by the provisions of the Copyright Act, the Laws of Malta, policies, regulations and international agreements entered into by the NCFHE. The information is available for non-commercial public use. No part of this publication shall be replicated and represented as an official version, nor as having been produced in affiliation with or with the endorsement of the NCFHE, without prior permission from NCFHE.

Imprint National Commission for Further and Higher Education (2017)Internal Quality Assurance: Step by Step Guide to Internal Quality Assurance

Alamein Road, Pembroke PBK1773 - MaltaTel: +356 2381 0000

0504

Introduction 6

The Mission Statement & Fitness-for-Purpose in Internal Quality Assurance 7

Institutional Probity 8

Design and Approval of Programmes 9

Teaching Staff 10

Public Information 11

Student-centred learning, teaching and assessment & Learning Resources and Student Support 12

Student admission, progression, recognition and certification 14

Information Management 15

Ongoing monitoring and review of programmes 16

Policy for Internal Quality Assurance 17

Cyclical External Quality Assurance 18

Annex 1: The 11 Standards of Quality Assurance 19

FOREWORD CONTENTS

04

The Step-By-Step Guide to Internal Quality Assurance, henceforth called The Guide, is one of the key deliverables of the Erasmus+ project entitled International Cooperation for VET Providers which the NCFHE led between 2015 and 2017. Internal Quality Assurance (IQA) is the responsibility of licensed providers and, in the form of a policy or document, it is developed by addressing all the 11 Quality Assurance (QA) Standards that are outlined in the National Quality Assurance Framework for Further and Higher Education, henceforth called The Framework, The Framework is based on European and International QA standards in education, specifically on part 1 of the European Standards and Guidelines (ESG) and is enriched by EQAVET. Together with the External Quality Assurance: Provider Audit Manual of Procedures that addresses specifically part 2 of the ESG, the Framework also outlines the standards and procedures that the NCFHE adopts when conducting provider quality audits as part of its commitment to External Quality Assurance; the Framework thus maps out concretely Malta’s commitment to QA and to the promotion of a culture of quality in Further and Higher Education.

As part of the project mentioned above, the NCFHE’s QA Unit delivered to licensed providers a number of one-day training seminars on the development of IQA policies and mechanisms; feedback gathered during these seminars is incorporated in this Guide.

This Guide is therefore aimed mainly at providers that are still developing their IQA policy and those individuals who, although not expert QA professionals, are entrusted with the development and upkeep of a licensed provider’s IQA documentation. The Guide testifies to the fact that an IQA policy that is fit-for-purpose is achievable by all providers, no matter their size and resources. In fact, the Guide sets out the principles and concerns that all providers, in accordance with the education that they provide, need to focus on and address when developing their own policies for IQA.

Dr Manuel VellaHead, Quality Assurance

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Quality Assurance is the sole domain of licensed providers; as licensed education providers by the NCFHE, all providers commit themselves to ensuring the quality of the education that they provide. They do this by addressing all the Quality Assurance (QA) Standards that are outlined in the National Quality Assurance Framework for Further and Higher Education. Thus, a licensed provider’s first official commitment with the NCFHE towards the adherence to, promotion and enhancement of a quality culture, takes the shape of an Internal Quality Assurance (IQA) document or policy. The IQA policy is submitted to the NCFHE for evaluation during which the NCFHE assesses its fitness-for-purpose in accordance with the specific education provision that the entity is currently or in the process of providing. An IQA policy that is fit-for-purpose ensures that the educational provision offered by the entity is of high quality and that the provider is concretely committed to continuous quality enhancement and accountability. As much as possible, providers need to show exactly how they involve students, staff and external stakeholders in the various QA processes that they develop to address all the QA Standards. The ultimate aim of the IQA policy – which needs to be made public and easily accessible to all – is to provide clear indication of the provider’s commitment to offer education of high quality so that all those who wish to learn more about or are interested in pursuing courses or programmes offered by the entity get as clear a picture as possible of what to expect so as to be able to make an informed decision.

It is thus very important that every licensed provider develops an IQA policy that is fit-for-purpose. The aim of this Guide is to show that:

1. an IQA policy needs to be tailor-made to fit the specific requirements of a provider;

2. there is no one size fits all template that the NCFHE can distribute to every provider (thus disregarding differences in the size, mission, and scope of the education provided by different entities) to simply fill out;

3. every provider can come up with a document that testifies to its very own ways of addressing the QA standards so as to ensure that its commitment to quality is genuine, effective, sustainable and open to continuous enhancement.

How are the mission statement of your entity and the IQA policy linked?

Your mission statement gives you direction and purpose: it gives a precise indication of what your entity aims to achieve. The ‘mission statement’ gives you an opportunity to state and define who you are and to publicly determine the nature and scope of, as well as the reason for, the education that you provide or intend to provide. It should answer the question: Why should one choose your entity instead of someone else’s to further their studies?

Thus, NCFHE cannot propose or write an IQA policy for you: you are responsible for developing an IQA policy that is based on your mission statement, is appropriate for the education that you provide and which confirms your commitment to the continuous enhancement of Quality Assurance and accountability.

The IQA policy should be public. In fact, your first commitment with the NCFHE and with the public to the promotion and fostering of culture of quality in the education sector is in the form of an IQA document.

Your IQA document should thus be fit-for-purpose in accordance with the mission statement of your entity and the education that it provides. Fitness-for-purpose of the IQA document is the result of policies to address all the 11 Standards outlined in the National Quality Assurance Framework for Further and Higher Education in a way that is consistent with and proportional to the education that the entity provides. Every entity needs to understand that an IQA policy should be updated constantly while remaining work-in-progress, a manifesto of the entity’s commitment to continuous enhancement and better accountability.

DIRECTION

Purpose

Courses

CategoryReview

Leadership

INTRODUCTIONTHE MISSION STATEMENT & THE FITNESS-FOR-PURPOSE OF YOUR INTERNAL QUALITY ASSURANCE (IQA) POLICY

98

LEADING STAFF

Identify the people responsible for the leadership and management of the entity. How do they help you achieve your purpose and goals?

What are the minimum selection criteria for appointing a new Head of Institution or a person in a managerial position?

What qualifications and how many years of experience in the field must they have?

FINANCE

Reflect on the people involved in ensuring financial stability and also on the different steps that are followed when developing budget plans for a period of 3 to 5 years.

How do you allocate funds for the different departments, staff and resources?

INSTITUTIONAL PROBITY

You should have yearly

audited accounts!

YES NO

Annual financial

statements suffice!

Also reflect upon the criteria you would look for in potential managerial staff should a change be required in the future.

DESIGN AND APPROVAL OF PROGRAMMES

We suggest that you (or the person in charge of designing courses) make reference to the NCFHE application form for programme accreditation. The application form, which is available from the NCFHE website, will help you to indicate in the IQA document all the steps involved in the process of designing and approving a new course.

The questions below can also help you develop further your IQA process for design and approval of programmes:

• How do you identify the need to introduce a new course?• How do you approve a new course? What are the steps involved in approving a new course?• Do you take into consideration input from students and external stakeholders (including from

the world-of-work/industry ) when designing a new programme? How do you include them in the process?

Course Outline

Why?

What?

Objectives

Steps

Strategies

Do you get an annual turnover of

more than €50,000?

0908

1110

TEACHING STAFF PUBLIC INFORMATION

In order to develop a policy on the recruitment of staff, you may wish to reflect on the different steps which recruitment entails (e.g. formulation of a job description, selection criteria, issue of a call for application, ensuring that minimum selection criteria are appropriate for the level-rating of the courses that the staff will be teaching, interviewing methods, induction for new employees, etc.). Where applicable, take into consideration the link between education and research or practice.

Prospective students would like to apply for a new course but first they need to take a look at your available public information (website, brochures, adverts etc.). Public Information should thus be informative, clear and up-to-date.

Now that you have designed the courses, you need to recruit suitable teachers!

What qualifications and work experience should teachers have? How are they in line with the direction of your entity?

What are the different steps involved in recruitment? How do you ensure that the processes are fair and transparent?

How do you ensure that teachers are up-to-date with-the latest teaching methodologies and developments in their areas?

• What public information is made available to prospective students and how is it made available?

• If the programmes are employment-oriented, what information is accompanied to suggest possible career paths for students?

• How do you ensure that public information is enough so that prospective students make an informed choice? What further steps are taken to ensure that prospective students are fully-aware of course details and policies?

• Who is responsible for publishing information on your entity and the programmes that you offer? How do you ensure that public information is up-to-date and accurate?

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You should reflect on the different steps that are entailed to ensure quality teaching, assessment and complaints processes that benefit you and the students. The following questions and tips can guide you to reflect upon and write the process that makes up the pedagogical processes:

STUDENT-CENTRED LEARNING, TEACHING AND ASSESSMENT & LEARNING RESOURCES AND STUDENT SUPPORT

Who is involved in teaching, delivery and assignments? What are their responsibilities?

What are the diverse teaching methods and methods of assessments that are used and that you promote? How do these take into consideration the diversity of students’ needs?

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3

4

When allocating resources make sure to take into consideration the needs of different teachers and students, including mature, part-time, full-time and students with disabilities.

• What resources can students and academic staff use?• How do you identify the need and allocate for new resources?• Who is responsible for ensuring that adequate resources are

available at the entity?

With regards to courses that involve online learning:

• Who is responsible for technical and media support? • In case of failure of equipment or software, how do you ensure

(automated) continuity of service? • Do you have any back-up systems?

These will be included in your application form for NCFHE programme accreditation.

DO YOU NEED HELP?You should also ensure that you provide your students with adequate support when they come across difficulties that can be both academic and non-academic.

• Do tutors provide students with support? If so, what support do students receive (e.g. one-to-one meetings, email, etc)?

• Do you offer other support to students (e.g. counselling, etc)?

How do you detect cheating and plagiarism? What actions will you take against students who cheat?

How do you assess and grade assignments and exams?

How can students complain against and appeal decisions by your entity?

Entities offering online-learning must also take into consideration procedures in place for the verification of the identity of students carrying out assessment and sitting for exams.

Take into consideration different processes for different modes of complaints, such as oral and formally written complaints.

I’m not sure I’ve understood today’s lesson! Who can I contact for support?

1514

How do you take into consideration the previous experiences or qualifications of students throughout the admissions process?

How do students apply for a course

(e.g. online or physical application forms, etc)?

How are the application forms processed?

How do you inform students if they are accepted for a

course?What induction

processes will you provide them with?

STUDENT LIFE CYCLE

How do you collect, monitor and analyse

information on students’ progression? How is data stored in Malta?

What information will you include after students have successfully completed the course? Do you provide Diploma and certificate

supplements?

STUDENT ADMISSION, PROGRESSION, RECOGNITION AND CERTIFICATION

What are the different steps making up the student’s educational life-cycle? The diagram below can help you develop your policies in this regard:

INFORMATION MANAGEMENT

Your entity is obliged to collect and analyse data on the student population, course participation, re-tention and success rates, student satisfaction and employment rates and tracer studies. These are very important to ensure accountability and also to help you improve and enhance the quality of the education that you provide.

Methods of data collection may include feedback forms, attendance lists, etc.

If you offer employment-oriented courses, you need to take into consideration the collection and analysis of employment rates and career paths in order to ensure that your courses are in line with current market and labour needs.

• How do you use the information to improve your entity and the programmes that you offer in line with the purpose of the entity and to ensure effective management of programmes and other activities?

• Do you include students and staff in any action-plans based on the results of data collection?

• How and when is the data collected, monitored and analysed?• Who is responsible for the collection, monitoring and analysis of data? • How are records stored in Malta? Where?• Who is responsible for the various processes included in data management?

Student Profiles

Student satisfaction

and Career Paths

Student Participation, Retention, Success

Rates

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ONGOING MONITORING AND REVIEW OF PROGRAMMES POLICY FOR INTERNAL QUALITY ASSURANCE

ORGANISATION OF THE QUALITY ASSURANCE SYSTEM

ETHICS

PLANHow do you identify changing needs of students and

society?How do you ensure that the aims and objectives of the

programmes are being achieved? For online learning, how do you identify the

need to improve online platforms?

IMPROVEHow do you include students and staff in action plans based on the results of monitoring and review?

How will this help you improve?

IMPLEMENTWhat steps are taken for applying improvements?How do you inform students and other staff

with any changes?

EVALUATEHow are programmes reviewed to respond

to changing needs?How often are these programmes reviewed?

Who is responsible for the review of these programmes?

Identify the people involved in monitoring and review of programmes, including people involved in the input of information such as teachers, students and world-of-work stakeholders.

Refer back to the other 9 Standards – you will notice that you have already identified all the roles making up the quality assurance system. For example, by identifying all the roles and responsibilities of departments, school faculties, leadership and staff members and list them in an organigram. Ask yourself ‘how do all these roles help me to reach my mission statement?’

Refer to Information Management: input of students through feedback on satisfaction with programmes.

Standard 1 may seem especially difficult to address if you start off directly with it when building your IQA policy. You may find it helpful to approach Standard 1 at the end, that is after having developed policies and procedures that satisfactorily address Standards 2 to 10, rather than starting off with it directly. Compile your response to the other standards in such a way that you directly and synthetically address the points outlined in Standards 1 and develop these further to provide an introduction to the whole document by integrating it into single policy for Quality Assurance.

Take into consideration the below questions:

• Are some of the activities carried out by other parties or are they subcontracted? If so, what is their role in their QA system?

• Are you part of a franchise or a representative of a foreign provider? If so, what is the role of the parent provider/foreign provider in your internal quality assurance?

• How do you prevent plagiarism, cheating etc?

• In case of academic fraud, what are the steps involved in dealing with the case?

• Online-learning: How do you verify the identity of the students?

• How do you ensure against intolerance and discrimination against students and staff?

• In case of a claim of intolerance and discrimination, how do you address and deal with the case?

• How do you ensure that tutors are free to share facts without fear or repression?

1918

CYCLICAL EXTERNAL QUALITY ASSURANCE

Your commitment with the NCFHE towards the adherence to, promotion and enhancement of a quality culture is, first, through the submission of an IQA document. Being issued the license, your second commitment towards the enhancement of quality is then through an NCFHE QA audit every 5 years.

Following an audit by an independent group of peers, a report is compiled on your entity which is then made public on the NCFHE website. The Report includes good practices identified and recommendations indicated by the panel as well as action plans developed by you. You are expected to follow the action plan to make improvements in the entity and the programmes which you offer.

Go back to Ongoing Monitoring and Review of Programmes – How will you include recommendations indicated in the audit report when carrying out monitoring and review of activities?

External Reviewof NCFHE

External Review in IQA

Internal Quality

Assurance (IQA)

External Quality Assurance

ANNEX 1: THE 11 STANDARDS OFQUALITY ASSURANCE

Standard 1 Policy for internal quality assurance

Standard 2 Institutional probity

Standard 3 Design and approval of programmes

Standard 4 Student-centred learning, teaching and assessment

Standard 5 Student admission, progression, recognition and certification

Standard 6 Teaching staff

Standard 7 Learning resources and student support

Standard 8 Information management

Standard 9 Public information

Standard 10 Ongoing monitoring and periodic review of programmes

Standard 11 Cyclical external quality assurance

The updated version of the 11 Standards of Quality Assurance is available in Annex 1 of NCFHE Communication ACC-QA/01/2017.

Co-funded by theErasmus+ Programmeof the European Union

For further information on Internal Quality Assurance, please refer to the National Quality Assurance Framework for Further and Higher Education or contact the NCFHE Quality Assurance Unit:

Email: qa.ncfhe@gov.mt Website: www.ncfhe.gov.mtTelephone number: 23810100Address: NCFHE, Malta Life Sciences Park, San Gwann